Teaching Students with Learning Disabilities

1. Teaching Students with Learning Disabilities Peer-Assisted Learning Strategies in the General Education Classroom Gavin L. Molitor Seattle Pacific University

2. Learning Disabilities - Defined • A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical equations. • Problems with self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities but do not by themselves constitute a learning disability. Hallahan, D.P., Kauffman, J.M., & Pullen, P.C. (2009). Exceptional learners: An introduction to special education. Pearson. San Fransisco

3. Learning Disabilities - Characterized • Students with LD exhibit a severe discrepancy between achievement and intellectual ability. Academic performance is significantly lower than the student’s expected intellectual ability would indicate. • Academic achievement deficits may exist in: • Reading – decoding, fluency, comprehension • Written language – handwriting, spelling, composition • Spoken language – syntax, semantics, phonology • Math – computation, word problems, applications Hallahan, D.P., Kauffman, J.M., & Pullen, P.C. (2009). Exceptional learners: An introduction to special education. Pearson. San Fransisco

4. Learning Disabilities - Causes • For years, many professionals suspected neurological factors were the cause. The view that neurological damage to brain tissue was likely the cause was replaced by the current view that learning disabilities are caused by a dysfunction of the central nervous system. • Technology, such as magnetic resonance imaging (MRI), is now used to research and document neurological dysfunction associated with LD. Hallahan, D.P., Kauffman, J.M., & Pullen, P.C. (2009). Exceptional learners: An introduction to special education. Pearson. San Fransisco

5. Learning Disabilities - Identification • LD is by far the largest of all special education categories. 51% of all children with disabilities receive services under the LD category. • 5 out of every 100 students in the U.S. is diagnosed with LD, and males outnumber females 3-to-1. • The number of children identified each year is growing. UWSP’sIDEA Definition of Learning Disabilities (LD). (n.d.). Retrieved August 10, 2010, from http://www.uwsp.edu/Education/lbardon/LD.htm

6. Article Reviews

7. Two Decades of Research in Learning Disabilities: Reading Comprehension, Expressive Writing, Problem Solving, Self-Concept. Keys to Successful Learning: A National Summit on Research in Learning Disabilities. • This article presents four papers, each of which focuses on an important aspect of educating students with learning disabilities. • A meta-analysis of literature from 1975-1997, containing 36 interventions in 31 studies, was done to assess the impact of school-based interventions on self-concept in students with LD. • A synthesis of research on reading comprehension from the 1980’s was done with the goal of enhancing classroom practices and identifying areas for future research. PALS is identified as improving reading comprehension in students with LD, and additional research on PALS is suggested. National Center for Learning Disabilities. (1999). Two decades of research in learning disabilities: Reading comprehension, expressive writing, problem solving, self-concept. Keys to successful learning: A national summit on research in learning disabilities. Retrieved August 12, 2010, from ERIC database.

8. Promises and Limitations of Peer-Assisted Learning Strategies in Reading • This article demonstrates that PALS improves the reading achievement of low-, average-, and high-achieving students, across grade levels, including students with disabilities. • It admits that some students who participate in PALS do not, however, make sufficient progress in their reading ability. • Nearly 15 years of pilot studies, component analyses, and large-scale experiments conducted in k-6 and high school classrooms in both urban and suburban districts suggests both academic and social benefits for students with LD. • In a large-scale, experimental, 15 week trial, students in PALS classrooms significantly outperformed their control counterparts in a measure of reading fluency and comprehension. McMaster, K. L., Fuchs, D., & Fuchs, L.S. (2007). Promises and limitations of peer-assisted learning strategies in reading [Electronic version]. Learning Disabilities: A Contemporary Journal, 5, 97-112.

9. Perspectives on Inclusion: Students with LD, their Parents, and their Teachers • The Purpose of this study was to explore the attitudes and perspectives of students with learning disabilities, their parents and their teachers in regards to the inclusion experience • A literature review was conducted using a body of research on the consequences of educating children with learning disabilities in inclusive classrooms, focusing on student, teacher, and parent perspectives. • Using a multiple case study approach in a suburban school district, five Grade 5 or 6 students with learning disabilities, the students’ inclusive education teachers, and the students’ parents were interviewed. • The study findings emphasize the use of student experiences in inclusive program development, the importance of parent involvement in the educational process, and the need for adequate planning and collaboration for teachers. Chmiliar, L. (2009) Perspectives on inclusion: Students with LD, their parents, and their teachers [Electronic version]. Exceptionality Education International, 19, 72-88.

10. Recommendations

11. Self-Concept, Reading Comprehension, & PALS • Emphasis for students with learning disabilities must be balanced on both the development of a positive self image as a learner and on maintaining high academic standards for achievement. • Reading instruction should teach a variety of strategies for comprehension and focus on internalizing strategies for future application. • Socially mediated instruction, of which PALS is an example, shows promise in verbalization and processing abilities. National Center for Learning Disabilities. (1999). Two decades of research in learning disabilities: Reading comprehension, expressive writing, problem solving, self-concept. Keys to successful learning: A national summit on research in learning disabilities. Retrieved August 12, 2010, from ERIC database.

12. Peer-Assisted Learning Strategies - PALS • Emphasis is placed on reciprocal teaching where students alternate as “coach” (tutor) and “reader” (tutee). • Method uses trained procedures and structured activities to focus on important reading skills such as decoding, fluency, and comprehension – all identified areas of difficulty for students with learning disabilities. • Teacher determines pairs by rank ordering all students in from the strongest to the weakest reader, divides the rank-ordered list in half and pairs the strongest reader from the top half with the strongest reader from the bottom half, and changes pairings at least every three to four weeks. McMaster, K. L., Fuchs, D., & Fuchs, L.S. (2007). Promises and limitations of peer-assisted learning strategies in reading [Electronic version]. Learning Disabilities: A Contemporary Journal, 5, 97-112.

13. The Inclusive Classroom – Gaining Perpective Negative Perspectives about Inclusion • Students reported that they received extra help in the resource room and could concentrate better. • Teachers frequently report a lack of sufficient time, training, resources and support. • Parents expressed a preference towards inclusion, but when involved, where actually more satisfied with segregated services. Parents also expressed concerns about social isolation, negative attitudes, quality of instruction, and teacher training. Chmiliar, L. (2009) Perspectives on inclusion: Students with LD, their parents, and their teachers [Electronic version]. Exceptionality Education International, 19, 72-88.

14. The Inclusive Classroom – Gaining Perpective Positive Perspectives about Inclusion • Students reported that the inclusive classroom resulted in more satisfying friendships and that they preferred doing harder work. • Teachers working in inclusive environments reported positive attitudes and outcomes based on the successful instructional characteristics of grouping, teaming, and collaboration. • Parents report increases in self-esteem, opportunities for socialization, classroom participation, and positive social/emotional outcomes. Chmiliar, L. (2009) Perspectives on inclusion: Students with LD, their parents, and their teachers [Electronic version]. Exceptionality Education International, 19, 72-88.

15. Classroom Applications

16. School & Classroom Applications • Administrative support for inclusion is necessary in regards to professional training, resources, and provision of other support. • Funding issues have a strong influence on administrative decision-making and ability to provide support. • Collaborative models for accommodation and modification of curriculum and instruction are an integral aspect of successful inclusive classrooms. Innovative collaboration techniques are often needed to make inclusion work. • Students with LD should possess some level of self-determination in the process of deciding classroom placement. • Students, teachers, and parents must all be actively involved participants in the educational process. • Use of instructional strategies, such as PALS, provides a structural framework for successful inclusion.

17. Classroom Applications– PALS (reading) • Evaluate student abilities in reading fluency and comprehension, determine a rank-order based on student ability, and split the list in half. • Pair the highest ranked student from the top half with the highest ranked student from the bottom half, and so on to create partners. • Provide procedural training for partner work on various activities and instructional support before and during a unit of study. • Incorporate partner work into a unit of study. Include oral reading exercises, summarizations, thematic discussions, and reflective activities to promote and develop verbalization and cognitive processing abilities associated with reading fluency and comprehension • Connect formative and summative assessments to knowledge and skills practiced during partner work.

18. References: • Chmiliar, L. (2009) Perspectives on inclusion: Students with LD, their parents, and their teachers [Electronic version]. Exceptionality Education International, 19, 72-88. • Hallahan, D.P., Kauffman, J.M., & Pullen, P.C. (2009). Exceptional learners: An introduction to special education. Pearson. San Fransisco • McMaster, K. L., Fuchs, D., & Fuchs, L.S. (2007). Promises and limitations of peer-assisted learning strategies in reading [Electronic version]. Learning Disabilities: A Contemporary Journal, 5, 97-112. • National Center for Learning Disabilities. (1999).Two decades of research in learning disabilities: Reading comprehension, expressive writing,problem solving, self-concept. Keys to successful learning: A national summit on research in learning disabilities. Retrieved August 12, 2010, from ERIC database. • UWSP’sIDEA Definition of Learning Disabilities (LD). (n.d.). Retrieved August 10, 2010, from http://www.uwsp.edu/Education/lbardon/LD.htm